Background

When teachers collaborate from their expertise, multilingual students learn in a more equitable and inclusive environment. If teacher collaboration is underutilized, multilingual students might not be able to access the content nor be successful in engaging with learning experiences.

 

With teacher collaboration, we fulfill the promise that multilingual students can learn content and develop academic English language at the same time. As a result, we drastically transform the learning

experiences for multilingual students.
 

Target Audience

Language acquisition specialists, EAL specialists, K-12 teachers, Instructional coaches

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Session 1

Co-Planning Assessments

Describe the collaborative instructional cycle and explain how co-planning and co-assessing are intertwined.

After the session, participants will be able to co-plan a scaffolded summative assessment from scratch.

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Session 2

Co-Planning to Differentiate Instruction

Differentiate an assessment during co-planning.

After the session, participants will be able to produce an assessment with built-in differentiation.

 

Session 3

Co-Planning Deliverables

Describe different co-planning deliverables.

After the session, participants will be able to structure collaboration through a lens of co-planning deliverables.

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Session 4

Co-Teaching Models

Describe different co-teaching models and their purposes.

After the session, participants will be able to align specific co-teaching models to the teaching intentions.

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This course is founded on these theoretical frameworks:

Collective Teacher Efficacy: The more teachers believe their actions can lead to instructional gains, the more achievement is made by students (Hattie, 2016). 

Collaborative Instructional Cycle: A framework for structuring sustained, effective teacher collaboration focused on instruction design (Honigsfeld & Dove, 2019).

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